School: ALLACAPAN CENTRAL ELEMENTARY SCHOOL Grade Level: V

GRADES 1 to 12 Teacher: PERFECTO R. ARELLANO JR Learning Area: MATH

DAILY LESSON LOG Teaching Dates and
Time: Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
Visualize numbers up to Read and write numbers up to Round numbers to the nearest Round numbers to the To answers the questions
10 000 000 with 10 000 000 in symbols and in hundred thousands and millions nearest hundred thousands correctly.
emphasis on numbers words and millions
100 001 – 10 000 000

A. Content Standards
Demonstrates Demonstrates understanding Demonstrates understanding of Demonstrates understanding Demonstrates understanding of
understanding of whole of whole numbers up to 10 000 whole numbers up to 10 000 000. of whole numbers up to 10 whole numbers up to 10 000
numbers up to 10 000 000. 000 000. 000.
000.

B. Performance Is able to recognize and Is able to recognize and Is able to recognize and Is able to recognize and Is able to recognize and
Standards represent whole represent whole numbers up represent whole numbers up to represent whole numbers up represent whole numbers up to
numbers up to 10 000 to 10 000 000 in various forms 10 000 000 in various forms and to 10 000 000 in various 10 000 000 in various forms and
000 in various forms and and contexts. contexts. forms and contexts. contexts.
contexts.
C. Learning M5NS-Ia-1.5
Competencies/Objectiv M5NS-Ia-1.5 M5NS-Ia-9.5 M5NS-Ia-15.3 M5NS-Ia-15.3 M5NS-Ia-9.5
es M5NS-Ia-15.3
Write for the LC code
for each
II. CONTENT Visualizing Numbers up Reading and Writing Numbers Rounding Numbers to the Rounding Numbers to the Visualizing Numbers up to 10
to 10 000 000 with up to 10 000 000 in Symbols Nearest Hundred Thousands and Nearest Hundred Thousands 000 000 with emphasis on
emphasis on numbers and in Words Millions and Millions numbers
100 001 – 10 000 000 100 001 – 10 000 000
Reading and Writing Numbers
up to 10 000 000 in Symbols and
in Words
Rounding Numbers to the
Nearest Hundred Thousands
and Millions
III. LEARNING
RESOURCES
A. References
 1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource (LR)
portal
B. Other Learning number discs, charts problem chart,number cards, activity sheet, manila paper activity sheet, manila paper Test Papers
Resources word cards,
IV. PROCEDURES

A. Review previous Associating numbers Answer the assignment
lesson or presenting with sets having 100
the new lesson 001-10 000 000 objects
B. Establishing a Have a drill on Distribute a set of cards with
purpose for the lesson visualizing numbers 100 numbers written in symbols
001-10 000 000 using and another set of cards with
number discs their equivalent in words. Tell
the pupils to find their match.
The first pair to match wins.
Post the number pairs on the
board.
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C. Presenting The Boy Scouts from The total production of rice
examples/instances of different schools in from 2011 – 2015 of a certain
the new lesson Laguna joined a Tree region is twenty-three million
Planting activity. There one hundred eighty thousand
were 123 121 trees nine hundred five metric tons.
planted in all. Do you Ask:Is it correct to write the
know how big 123 121 number as 23 180 950? Why?
is? What is the correct way of
writing this number?
How many digits does the
number have? Can you read?
Review the rules in rounding off
numbers.
Show a picture of a big crowd of
people such as prayer
rally/basketball game. Ask pupils
to describe what they see in the
picture.
Ask: Can you tell the exact
number of people in the rally or
watching the game?
Say: Sometimes there is no need
for us to give the exact number.
Instead we just estimate how
many people or things are there.”
Ask: Why is it important to
estimate?
Guide the pupils to find the
answer by estimation. Use a
number line label it from 8 000
000 to 16 000 000.
Find 8 933 789
Ask: To what number is it closer?
Are we going to round it up
or round it down?
Find 15 249 345. (Repeat the
process)
Provide more examples of
Review the rules in rounding
off numbers.
Show a picture of a big Motivation
crowd of people such as
prayer rally/basketball game.
Ask pupils to describe what
they see in the picture.
Ask: Can you tell the exact
number of people in the rally
or watching the game?
Say: Sometimes there is no
need for us to give the exact
number. Instead we just
estimate how many people
or things are there.”
Ask: Why is it important to
estimate?
Guide the pupils to find the Giving standards in taking the
answer by estimation. Use a test
number line label it from 8
000 000 to 16 000 000.
Find 8 933 789
Ask: To what number is it
closer?
Are we going to round it
up or round it down?
Find 15 249 345. (Repeat the
process)
 Ask the pupils the importance
of farmers in our country. Lead
them to the idea that farmers
work harmoniously as a team
to have a better harvest.
D. Discussing new Group the pupils into 5 Divide the class into four
concepts and practicing teams. Distribute groups. Assign each group a
new skills #1 cutouts of number discs task. Read and write the
to the teams. Let the numbers in words
pupils use cutout of fromManila paper or
number discs to visualize cartolina)
123 121. Group 1 – 13 345 400 – 13 345
After all the groups have 401
presented their answers, Group 2 – 15 320 506 – 15 320
look back at the given 507
example. Group 3 – 10 234 709 – 10 324
Ask: How many 100 000 800
do we have? 1 Group 4 – 6 456 790 - 6 456
One 100 000s disc equals 791
to how many? ( 100 000) Have each group post their
How many 10 000 discs work on the board.
do we have? ( 2 ) Ask: How were you able to do
Two 10 000s discs equal your task?
how many? ( 20 000 ) Call some pupils to read
How many 1000s? (3) some numbers they have
Three 1000s discs equal written.
3000. Ask:How many digits do
How many 100s? ( 1) numbers from 13 345 400 – 13
One 100s disc equals 100 345 4031have?
How many 10s? ( 2) In numbers 15 320 506 – 15
Two 10s discs equal 20 320 5097which digit is in the
How many 1s disc? millions place.
One 1s disc equals to 1 How did you write the numbers
Say : “ 123 121 means 1 in symbols?
hundred thousands, 2 How did you separate the
ten thousands, 3 millions and thousands from
thousands, 1 hundreds, 2 that of the digits of hundreds,
tens and 1 ones. tens and ones?
Give another example: How did you write the numbers
(Explore and Discover) in words?
rounding numbers using the
number line.
Guide pupils to see the pattern
when to round up and when to
round down.
Group the pupils into four. Each
group will be given an activity
sheet to answer. Let the group
exchange activity sheet to check
their answers .
Post the activity sheet written on
a manila paper on the board. Call
some pupils to answer.
Ask: What is the rounding place if
a number to be rounded to the
nearest hundred thousand?
Millions?
What digit should be at the
right of the digit in the rounding
place in order to round down?
What digit should be at the
right of the digit in the rounding
place in order to round up?
Give more examples.
Provide more examples of
rounding numbers using the
number line.
Guide pupils to see the
pattern when to round up
and when to round down.
Group the pupils into four. Giving Directions
Each group will be given an
activity sheet to answer. Let
the group exchange activity
sheet to check their
answers .
Post the activity sheet
written on a manila paper on
the board. Call some pupils
to answer.
Ask: What is the rounding
place if a number to be
rounded to the nearest
hundred thousand? Millions?
What digit should be at
the right of the digit in the
rounding place in order to
round down?
What digit should be at
the right of the digit in the
rounding place in order to
round up?
Give more examples.
 A group of doctors Do you still need to write zero
donated a total of 234 when writing in words? Why?
534 kilograms of rice to Check the pupils answers.
the earthquake victims.
Can you imagine how big
the number 234 534 is?
E. Discussing new Have the pupils answer Have the pupils answer “ Get Have the pupils answer “ Get Have the pupils answer “ Get
concepts and practicing “Get Moving” Moving” Moving” Moving”
new skills #2 Check for understanding and Check for understanding and Check for understanding and
provide feedback. provide feedback. provide feedback.
F. Developing mastery Have the pupils answer Have the pupils answer Have the pupils answer Have the pupils answer
“Keep Moving” “KeepMoving” “KeepMoving” “Keep Moving”
Check for understanding and Check for understanding and Check for understanding and
provide feedback provide feedback provide feedback
G. Finding practical Have the pupils answer 1. What is largest 7- digit A. Solve each problem. A. Solve each problem.
applications of “Apply Your Skills” number having different digits? 1.In fishponds of Aling Lulu, there 1.In fishponds of Aling Lulu,
concepts and skills in Write it in symbols and in were 1 567 890 tilapia fingerlings there were 1 567 890 tilapia
daily living words in the first pond, 567 890 in the fingerlings in the first pond,
_________________________ second pond and 5 678 909 in the 567 890 in the second pond
____ third pond. About how many and 5 678 909 in the third
2. What is the number next to fingerlings are there in all? pond. About how many
234 456? 2.Mang Oyong harvested 234 678 fingerlings are there in all?
Write it in symbol and in words kilograms of calamansi. About 2.Mang Oyong harvested
_________________________ how many kilograms of calamansi 234 678 kilograms of
______ were harvested? calamansi. About how many
3. What is the smallest 6-digit kilograms of calamansi were
number having different digits? B. Apply Your Skills (see LM) harvested?
Write it in symbol and in words Check for understanding and
_________________________ provide feedback B. Apply Your Skills (see LM)
______ Check for understanding
4. What is the number before 1 and provide feedback
567 678?
Write it in symbol and in words
_________________________
_____
5.What is the number between
890 789 and 890 791?
Write it in symbol and in words
_________________________
_____
Check for understanding and
provide feedback
H. Making Ask: How to visualize Guide the pupils to give the
generalizations and numbers from 100 001 generalization by asking, “How
abstractions about the to 10 000 000? do we read numbers up to 10
lesson 000 000?” “How do we write
numbers?”
I. Evaluating learning Draw number discs to Match the numbers in symbols
show these numbers. with the corresponding
1.345 678 numbers in words.
2.The farmers harvested 1.35 567 000
a total of 567 234 2.9 781 560
kilograms of rambutan 3.456 890
in one harvest season. 4.3 000 000
3.There were 3 478 290 5.34 789 089
people who joined the a.Thirty – four million seven
Save the Planet Earth hundred eighty-nine thousand
movement. eighty- nine
4.About 12 390 234 b.Three million
baby clothes are c.Thirty- five million five
produced by a factory in hundred sixty-seven thousand
5 years. d.Nine million seven hundred
eighty- one thousand five
hundred sixty
e.Four hundred fifty-six
thousand eight hundred ninety
How to round off numbers? How to round off numbers?
Round the following to the Round the following to the Actual Test
nearest: nearest:
A. Hundred thousands A. Hundred thousands Checking/Providing feedback.
1. 2 345 456 1. 2 345 456
__________________ __________________
2. 4 234 567 2. 4 234 567
__________________ __________________
3. 6 561 345 3. 6 561 345
__________________ __________________
4. 5 987 456 4. 5 987 456
__________________ __________________
5. 8 234 567 5. 8 234 567
__________________ __________________
B. Millions B. Millions
1. 9 123 451 1. 9 123 451
__________________ __________________
2. 3 451 678 2. 3 451 678
__________________ __________________
3. 7 987 567 3. 7 987 567
__________________ __________________
4. 3 567 678 4. 3 567 678
__________________ __________________
5. 7 789 123 5. 7 789 123
__________________ __________________

J. Additional activities Draw number discs to

for application or show these numbers.
remediation 1.456 789
2. 3 456 678
3. 34 123 127
4. 67 890 780
5. 789 561

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did
I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use./discover which I
wish to share with
other teachers?